General

WHAT MAKES A GOOD INDUCTION PROGRAMME?

An induction and mentoring programme may look different from one setting to another. This will depend on what sort of institution it is (school, early childhood or kura) and whether it is urban, rural, large, small, isolated, part of a cluster and so on. But there are some essential features that should be included when developing effective induction programmes for PCTs.

Induction and mentoring programmes should:

• be tailored to individual needs and agreed with the PCT, mentor teacher and professional leader
• include regular observations of teaching practice and opportunities for the PCT to observe their colleagues, including the mentor teacher
• have time for ‘learning conversations' where the mentor provides feedback and facilitates critical reflection by the teacher on their practice
• be part of wider professional development and learning available to all staff
• include access to external networks and professional development opportunities
• provide opportunities to collect evidence of progress towards meeting the registration standards in the Standards for the Teaching Profession
• be resourced appropriately and meet the contractual obligations of the employer
• have formal written records documenting professional discussions, observations and feedback, critical reflections on data by the PCT and any other professional development.